Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

7 Z P
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est foreal of rogress
artnership

HEALTH
Quarter 3 - Module 1:
Mental and Emotional Health

Name of Learner:
Grade & Section:
Name of School:
 WHAT I NEED TO KNOW

In this module, you will be learning about your mental and emotional
health. It will help you be aware of how your health is affected with the way
you think and feel.

Health is most often being related to solely the physical well-being of

an individual. Little do people know that health is more than looking healthy.
As we learned in the previous modules, health has various dimensions:
physical, emotional, mental, social, moral-spiritual, and environmental. Aside
from looking healthy, and individual must also be feeling, thinking, and
interacting healthy to achieve wellness.

Any imbalance in your mental and emotional health may result to

stress. Stress as a response of the body to a certain event or experience has
many sources: family, friends, school, and community.

At the end of this module, you are expected to:

a) explains the factors that affect the promotion of good mental health
H7PH-IIIa-b-28
b) explains that stress is normal and inevitable H7PH-IIIa-b-29
c) differentiates eustress from distress H7PH-IIIa-b-30; and
d) identifies situations that cause feelings of anxiety or stress H7PH-IIIa-
b-31

WHAT I KNOW

Activity 1: Let’s Recall!

This activity will provide you an idea of the overall well-being of an individual.
Read the paragraph carefully and complete the diagram.
According to the World Health Organization’s Ottawa Charter for Health
Promotion (1986), “Health is a resource for everyday life, not the objective of
living.” This means that health is where we get our means to function normally
in all the things we do. Health has six (6) dimensions which contribute to the
total well-being of a person. What are these dimensions? Complete the diagram.

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This module will focus on your m__t_l and e__t__n_l health.

WHAT’S IN

Activity 2- Let’s Think!

In this activity you will come up with your own definition of the
module focus. Write your answers on the semantic web below.
 WHAT’S NEW

Activity 3: Let’s Check

In this activity, you will identify stressful situations. Read the following
situations. Put a check (√) if you consider the situation as stressful.

___1. Choosing a gift for a friend ___6. Losing your money

___2. Arguing with a classmate ___7. Getting a birthday
surprise
___3. Going to a new place ___8. Attending a party
___4. Having a newborn sibling ___9. Witnessing a tribal
dance
___5. Getting a failing mark ___10. Watching a traditional
play
 WHAT IS IT

Mental and Emotional Health

(Understanding Eustress vs. Distress)

WHAT IS MENTAL HEALTH?

Mental health includes our emotional, psychological, and social well-

being affects our way of thinking and our feelings. It determines how we deal
with a certain situation and make life choices. Mental health is important in
our lives, from childhood and adolescence through adulthood.

There are several factors that affect your mental health. The following
are some of the mental problems that may cause you:
 Biological factors or hereditary
 Life experiences such as phobia or abuse
 Mental disability of family history

Maintaining an optimistic mental health will allow people to:

 Cope up with the stresses in life
 Become productive in their work
 Contribute meaningfully to the community

KINDS OF STRESS: EUSTRESS vs. DISTRESS

Stress is defined as the physiological [or physical] and emotional

responses to a significant or unexpected change or disruption in one’s life
(Payne, et. al., 2005).

It may also refer to “what you feel when you react to pressure, either
from the outside world (school, family, friends) or from yourself i.e. wanting to
fit in wanting to do well in school.

The word stressor refers to the things that make a person stressed.
There are two different kinds of stress –
eustress and distress.

Eustress refers to a positive and

healthy response of the body from a stressor.
It produces good effects to one’s well-being.
For example, a person who studied for long
hours then took and got an outstanding
grade in the exam, may feel happiness and
enjoyment.

On the other hand, distress refers to a

negative reaction of the body towards a given stressor. It may cause problems
in health, alter the mood and emotions, and even affect the way a person
thinks. For example, when a person woke up late for work, he or she may feel
anger and disappointment.

It is usually easy to identify whether a person is stressed. Again, stress is the

physical response of the body. Therefore, one may feel and experience
different changes in the health condition. The body changes that occur from
experiencing stress is called general adaptation syndrome (GAS). According
to Hans Selye (1936) and Sincero (2012), there are three phases of this
syndrome.

Exhaustion
Alarm Stage
Stage
Resistance Stage

This is the stage This is the stage This is the stage

when a person when the body has when a person
experiences the already responded slowly loses the
“flight to fight” to the stressor. A energy to manage
feeling. A person’s person in this stage the stress. This is
body at this stage continuously also referred to as
releases “stress experiences the the “gate toward
hormones” such as “stress”. But the burnout or stress
adrenaline. It strong feeling is overload” (Sincero,
enables a person to less than the 2012).
do things he/she previous stage.
does not usually do.

In addition, the following medical problems and concerns are linked with
negative stress (Payne, et al., 2007):

A. Cardiovascular problems (heart attack, strokes, hypertension)

B. Gastrointestinal problems (ulcers, irritable bowel syndrome, diarrhea,
constipation)
C. Headaches and migraines
D. Muscle spasms and cramps
E. Anxiety
F. Jaw problems
G. Allergies
H. Cancer
I. Back pain
J. Asthma
K. Kidney disease
L. Sexual dysfunction
M. infertility

WHAT’S MORE
Task 1: Can you guess what?
Identify the following stressful activities/situations. Draw a happy face () if
you consider it as a source of eustress and sad face () if it causes distress.

Situation Eustress Distress

Getting to know someone we really like
Broke up with your boyfriend/girlfriend
Performing at our best when we play
competitive sports or a fitness activity
Getting over a rejection
Death of a sibling
Forgotten by a friend
Connecting and networking with others
for personal growth and development
Rejected by your crush
Receives a birthday greeting from your
crush
Scolded by your parent in public

Task 2: Let’s think!

Write your own definition mental and emotional health.

Mental and emotional health ___________________________

___________________________________________________
___________________________________________________
___________________________________________________

WHAT I HAVE LEARNED

Write your learning in a journal.

Stress
 Eustress

Distress

WHAT I CAN DO

Activity 5: Doodle it!

Materials:
o Short bond paper
o Pencil, marker, eraser
o Coloring materials

Procedure:
1. Answer the question, “What are you thinking and feeling right
now?”
2. Draw pictures or write words and phrases.
3. Make it colorful using coloring materials.

Please be guided with the Rubric:

 10 7 4 2
Criteria Excellent Average Below Unsatisfactory
average
Student’s Student’ Student’s Student’s
work s work work work was
shows a was done shows done
careful satisfact below effortless.
and full of ory. average Does not
Neatness effort while Minimal of art. follow
completing errors There are directions.
the art. and many
mistakes mistakes
were found in
made. the art.

Illustrate The Does not The student

s/ shows student try new shows no
original tries an idea nor evidence
ideas and idea, but innovate of original
interpretat lacks on thought.
ion of the originalit materials
Creativity
given y used.
/
activities , does not
Originality
or innovate
artworks on
and material
innovates s used.
on
materials
used.
 The The The The art work is
activity is activity is art work unfinished
beautiful finished was and was not
y and and passed on passed on
Effort neatly passed on time but time.
Perseverance finished time but unfinishe
and shows d.
passed lack of
on time. effort.

The The The student The student

student student left multiple did not
almost left small sections of occupy the
filled in whitespace the whitespace of
their of their whitespace. their finished
Whitespace finished finished work.
work. work.

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 ASSESSMENT

Instructions:

1. It is defined as the physiological [or physical] and emotional responses

to a significant or unexpected change or disruption in one’s life.
2. This refers to the things that make a person stressed.
3. This refers to a negative reaction of the body towards a given stressor.
4. This refers to a positive and healthy response of the body from a
stressor.
5. What do you call the changes that occur from experiencing stress?

For items 6-7. Identify what phase/stage of general adaptation syndrome

(GAS) is being described.
6. In this stage is when a person slowly loses the energy to manage the
stress.
7. It is the stage when the body has already responded to the stressor.
8. This phase is when a person experiences the “flight to fight” feeling.

Instructions: Read and understand the questions carefully. Choose the correct
answer.

9. There are events or situations that make a person feel stress.

a. Problems b. Eustress c. Stress d. Stressor
10. Among the choices, which situation shows a Positive Stress?
a. Feeling of excitement
b. It feels unpleasant
c. Loss of money
d. Improvement of performance

ADDITIONAL ACTIVITY
C.

Instruction: In your journal, list down at least 10 things that you do to relieve
your stress or anxiety.

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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons,
flowers bloom Linger with love and care Boholanos, Ilongos,
Here the breezes gently Golden beams of sunrise and All of them are proud and true
Blow, sunset Region IX our Eden Land
Here the birds sing Are visions you’ll never forget
Merrily, Oh! That’s Region IX Region IX
The liberty forever stays, Our..
Hardworking people Abound, Eden...
Every valleys and Dale Land...

My Final Farewell Let the sun draw the vapors up to the sky,
Farewell, dear Fatherland, clime of the sun caress'd And heavenward in purity bear my tardy protest
Pearl of the Orient seas, our Eden lost!, Let some kind soul o 'er my untimely fate sigh,
Gladly now I go to give thee this faded life's best, And in the still evening a prayer be lifted on high
And were it brighter, fresher, or more blest From thee, 0 my country, that in God I may rest
Still would I give it thee, nor count the cost.

On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's need.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain

I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
And whe n the dark night wraps the grave y ar d ar ound
Wi th onl y the de ad in the ir v ig i l to s e e
Bre ak not m y rep os e or the m ys tery pr of ound
And pe rc hance thou m ays t he ar a sad hym n res ound
'T i s I, O my c ountry, r ai sing a s ong unto the e .

My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
And eve n my g rav e is rem em be re d no m ore
Unm ark 'd by ne ve r a c r os s nor a stone
Le t the pl ow s we ep throug h i t, the sp ade tur n it o' er
That m y as hes m ay c arp e t e ar thly fl oor,
Bef ore i nto nothi ng nes s at last the y are bl own.

Dream of my life, my living and burning desire, The n w il l obl iv i on br i ng to me no c are

All hail ! cries the soul that is now to take flight; As ove r thy v ale s and pl ai ns I swe ep;
All hail ! And sweet it is for thee to expire ; Thr obb i ng and c le ansed i n thy s pace and air
To die for thy sake, that thou mayst aspire; Wi th c ol or and l ig ht, w ith s ong and lament I f are ,
And sleep in thy bosom eternity's long night. Ever rep e ati ng the fai th that I kee p.

If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
My F atherl and ador' d, that s adne ss to my sorr ow l e nds
Be l ov ed F il ipi nas, he ar now m y last g ood -b y!
I g i ve thee all: p are nts and k indr ed and f riend s
For I g o w here no sl av e be f ore the op pres s or b e nds ,
Whe r e faith c an ne ve r ki ll, and God r eig ns e' er on hi g h!

Let the moon beam over me soft and serene, Fare wel l to y ou all, fr om m y s oul torn aw ay,
Let the dawn shed over me its radiant flashes, Fri e nds of my c hil dhood i n the home disp oss e ss ed !

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain
future. As such I must prove equal to a two-fold task–the task of
meeting my responsibility to the past, and the task of performing
my obligation to the future.
I sprung from a hardy race, child many generations removed of
ancient Malayan pioneers. Across the centuries the memory comes
rushing back to me: of brown-skinned men putting out to sea in
ships that were as frail as their hearts were stout. Over the sea I see
them come, borne upon the billowing wave and the whistling wind,
carried upon the mighty swell of hope–hope in the free abundance
of new land that was to be their home and their children’s forever.
I am a Filipino. In my blood runs the immortal seed of heroes–seed
that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to
battle against the first invader of this land, that nerved Lakandula
in the combat against the alien foe, that drove Diego Silang and
Dagohoy into rebellion against the foreign oppressor.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
I am a Filipino, child of the marriage of the East and the West. The
East, with its languor and mysticism, its passivity and endurance,
was my mother, and my sire was the West that came thundering
across the seas with the Cross and Sword and the Machine. I am of
the East, an eager participant in its spirit, and in its struggles for
liberation from the imperialist yoke. But I also know that the East
must awake from its centuried sleep, shake off the lethargy that has
bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give
that I may prove worthy of my inheritance? I shall give the pledge
that has come ringing down the corridors of the centuries, and it
shall be compounded of the joyous cries of my Malayan forebears
when first they saw the contours of this land loom before their eyes,
of the battle cries that have resounded in every field of combat from
Mactan to Tirad Pass, of the voices of my people when they sing:
“I am a Filipino born to freedom, and I shall not rest until freedom
shall have been added unto my inheritance—for myself and my
children and my children’s children—forever.”
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